Demonstrate knowledge of the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in fluent reading.
In June I discussed with Barb Kingsley the use of the QRI-IV as an assessment tool in order to determine student grouping for reading level. In September, after students took their first 4-Sight Assessments, we reviewed the data and determined that students had shown an improvement in her reading remediation classes on average of 4 points which, on a 30 point scale, was significant. In my own reading strategies classes the students also increased their score, but for an overall averave of 5 points. These results indicated that students were taking ownership of the strategies and implementing them while they took their state standardized assessment.
Throughout this semester I have modeled vocabulary acquisition strategies in my cotaught class for English along with modeled lessons in activating background knowledge and making connections to enhance comprehension.
At the elementary level I have discussed with the first grade teachers the use of a foldable to assist students with phonemic awareness and phonics. Students then add words with the sound under the flap and practice with their group.
In June I discussed with Barb Kingsley the use of the QRI-IV as an assessment tool in order to determine student grouping for reading level. In September, after students took their first 4-Sight Assessments, we reviewed the data and determined that students had shown an improvement in her reading remediation classes on average of 4 points which, on a 30 point scale, was significant. In my own reading strategies classes the students also increased their score, but for an overall averave of 5 points. These results indicated that students were taking ownership of the strategies and implementing them while they took their state standardized assessment.
Throughout this semester I have modeled vocabulary acquisition strategies in my cotaught class for English along with modeled lessons in activating background knowledge and making connections to enhance comprehension.
At the elementary level I have discussed with the first grade teachers the use of a foldable to assist students with phonemic awareness and phonics. Students then add words with the sound under the flap and practice with their group.